John T. T. Almarode & Douglas Fisher 
How Learning Works [PDF ebook] 
A Playbook

Acknowledgments
INTRODUCTION
The Purpose of This Learning Playbook
The Learning Plan With the Modules
Learning Within the Modules
Collaborating for Great Learning
PART I
CHAPTER 1. WHAT DOES LEARNING LOOK LIKE IN YOUR CLASSROOM?
A Definition of Learning
Checks for Understanding
CHAPTER 2. WHAT ARE DIFFERENT WAYS TO THINK ABOUT LEARNING?
Three Different Types of Knowledge
Three Parts of the Learning Process
Checks for Understanding
CHAPTER 3. WHAT ARE THE BARRIERS TO LEARNING?
Acquisition
Consolidation
Storage
Challenges to Learning by Design
Checks for Understanding
CHAPTER 4. HOW DO STUDENTS LEARN?
Learning Myths
The Science of Learning
Checks for Understanding
PART II
CHAPTER 5. PROMISING PRINCIPLE 1: MOTIVATION
What Is Motivation?
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
Checks for Understanding
CHAPTER 6. PROMISING PRINCIPLE 2: ATTENTION
What Is Attention?
Factors Influencing Attention
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
Checks for Understanding
CHAPTER 7. PROMISING PRINCIPLE 3: ELABORATE ENCODING
What Is Elaborate Encoding?
Components of Elaborate Encoding
Approaches to Promoting Elaborate Encoding
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
Checks for Understanding
CHAPTER 8. PROMISING PRINCIPLE 4: RETRIEVAL AND PRACTICE
What Is Retrieval and Practice?
Timing of Retrieval
Types of Retrieval Practice
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
Checks for Understanding
CHAPTER 9. PROMISING PRINCIPLE 5: COGNITIVE LOAD
What Is Cognitive Load?
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
Checks for Understanding
CHAPTER 10. PROMISING PRINCIPLE 6: PRODUCTIVE STRUGGLE
What Is Productive Struggle?
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
Checks for Understanding
CHAPTER 11. PROMISING PRINCIPLE 7: FEEDBACK
What Is Feedback and What Makes It Effective?
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
Checks for Understanding
Where to Next?
PART III
CHAPTER 12. EXPLICIT STRATEGY INSTRUCTION
The Gradual Release of Responsibility
Effective Learning Practices
A Return to Germane Cognitive Load
Checks for Understanding
CHAPTER 13. LEARNING STRATEGY 1: GOAL SETTING
The Benefits of Goal Setting
Getting Ready for Goal Setting
The Process of Goal Setting
Checks for Understanding
CHAPTER 14. LEARNING STRATEGY 2: INTEGRATING PRIOR KNOWLEDGE
The Benefits of Integrating Prior Knowledge
Getting Ready to Integrate Prior Knowledge
A Process for Integrating Prior Knowledge
Bonus Material: Annotated Reading
Checks for Understanding
CHAPTER 15. LEARNING STRATEGY 3: SUMMARIZING
Essential Characteristics of Summarizing
Getting Ready to Summarize
A Process for the Explicit Instruction of Summarizing
Checks for Understanding
CHAPTER 16. LEARNING STRATEGY 4: MAPPING
Three Different Ways to Map
Getting Ready for Mapping
A Process for the Explicit Instruction of Summarizing
Checks for Understanding
CHAPTER 17. LEARNING STRATEGY 5: SELF-TESTING
Benefits of Self-Testing
What if Learners Make Mistakes?
Getting Ready to Implement Self-Testing
A Process for Implementing Self-Testing
Bonus Material: Cooperative Learning
Checks for Understanding
CHAPTER 18. LEARNING STRATEGY 6: ELABORATIVE INTERROGATION
Benefits of Elaborative Interrogation
Getting Ready to Implement Elaborative Interrogation
Bonus Material: Jigsaw
A Process for Implementing Elaborative Interrogation
Checks for Understanding
PART IV
CHAPTER 19. GENERATING AND GATHERING EVIDENCE
Planning for Evaluation
Success Criteria and Evaluation
Planning to Gather Evidence
Planning to Collect and Organize Evidence
Making Sense of the Evidence
Conclusion
References
Index
About the Authors

Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.